The document discusses language testing techniques, differentiating between direct and indirect assessments, as well as discrete and integrative testing methods. It highlights the differences between norm-referenced and criterion-referenced testing, providing examples for each type. Additionally, the document outlines the distinctions between objective and subjective testing, focusing on their applications in evaluating language proficiency.

1. Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Province of Rizal
Distrit of Pililla
GRADUATE SCHOOL
LANGUAGE TESTING
TECHNIQUES
Reported by:
KIM C. QUINTANA
MAT-English Student
Presented to:
DR. ROMMEL R. CASTRO
Professional Lecturer

2. https://dyahrochmawati08.wordpress.com/2008/12/07lang/
LANGUAGE TESTING
 It is the administration of test in
order to assess and measure a
person’s language ability.
 It is an evaluation of an individual’s
language proficiency.

3. DIRECT TESTING INDIRECT TESTING
 assess student
performance of
identified learning
outcomes, such as
mastery of a
lifelong skill.
 assess opinions or
thoughts about
student
knowledge, skills,
attitudes, learning
experiences, and
perceptions.
https://www.ccaurora.edu/getting-started/testing/direct-indirect

4. DIRECT TESTING INDIRECT TESTING
 based on a
sample of actual
student work,
including reports,
exams,
demonstrations,
performances, and
completed works
 based upon a
report of perceived
student learning.
http://www.llcc.edu/wp-content/uploads/2014/10/Direct-and-Indirect-Methods-of-Assessment.pdf

5. DIRECT TESTING INDIRECT TESTING
 A professional
makes a decision
regarding what a
student learned and
how well it was
learned.
 The student
decides what he or
she learned and
how well it was
learned.
https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/Pages/direct-assessment.aspx

6.  TESOL
 Pre- and post-tests
 Class Project
 Job Placement
Statistics
 Portfolio
 Survey
 Poster Presentation
 Percentage of
students who study
abroad

7. DISCRETE TESTING INTEGRATIVE TESTING
 Assumes that language
knowledge can be
divided into a number of
independent facts:
elements of grammar,
vocabulary, spelling and
punctuation,
pronunciation, intonation
and stress.
 Argues that any
realistic language use
requires the
coordination of many
kinds of knowledge in
one linguistic event, and
so uses items which
combine those kinds of
knowledge, like
comprehension tasks,
dictation, speaking and
listeninghttp://www.blackwellreference.com/public/tocnode?id
=g9780631214823_chunk_g97806312148238_ss1-16

8. DISCRETE
TESTING
INTEGRATIVE
TESTING
 Learners’ abilities
are inferred rather
than demonstrated.
 Demonstrate the
learners' ability to
use the language in
actual
communication
http://eltnotebook.blogspot.com/2012/01/an-elt-glossary-discrete-item-and.html

9. DISCRETE TESTING
INTEGRATIVE
TESTING
 An overall language
proficiency test
should sample all
four skills and as
many linguistic
discrete points as
possible. Example:
Diagnostic Test
 Focuses on ability
to use language
effectively for
communicative
purposes.
Examples: cloze
test and dictation
http://fatmawati22edu.blogspot.com/2014/07/discrete-point-and-integrative-testing.html

10. May focus on what
test takers know
about the language
rather than if they can
use it
Challenging to create
clear, meaningful,
comprehensive
rubrics & level
descriptors
DISCRETE
TESTING
INTEGRATIVE
TESTING
Which disadvantage can you
accept?

11. NORM-
REFERENCED
TESTING
CRITERION-
REFERENCED
TESTING
Measures a
student’s
performance in
comparison to the
performance of
same-age students
on the same
assessment.
Measures a
student’s
performance based
on mastery of a
specific set of skills.
http://files.hbe.com.au/flyerlibrary/Brigance/Criterion-referenced%20vs.%20Norm-referenced%20Assessment.pdf

12. NORM-
REFERENCED
TESTING
CRITERION-
REFERENCED
TESTING
 The goal is to rank
the set of
examinees so that
decisions about
their opportunity for
success (e.g.
college entrance)
can be made.
 The goal with
these tests is to
determine whether
or not the candidate
has the
demonstrated
mastery of a certain
skill or set of skills.
https://www.altalang.com/beyond-words/norm-referenced-vs-criterion-referenced-language-tests/

13. NORM-
REFERENCED
TESTING
CRITERION-
REFERENCED
TESTING
To rank each
student with respect
to the achievement
of others in broad
areas of knowledge.
 To determine
whether each
student has
achieved specific
skills or concepts.
http://www.edpsycinteractive.org/topics/measeval/crnmref.html

14. Sample scoring for the history question: What caused World War II?
Student answers
Criterion-
referenced
assessment
Norm-referenced
assessment
Student #1:
World War II was caused by Hitler and
Germany invading Poland.
This answer is
correct.
This answer is worse than
Student #2's answer, but
better than Student #3's
answer.
Student #2:
World War II was caused by multiple
factors, including the Great Depression
and the general economic situation, the
rise of nationalism, fascism, and
imperialist expansionism, and
unresolved resentments related to
World War I. The war in Europe began
with the German invasion of Poland.
This answer is
correct.
This answer is better than
Student #1's and Student
#3's answers.
Student #3:
World War II was caused by the
assassination of Archduke Ferdinand.
This answer is
wrong.
This answer is worse than
Student #1's and Student
#2's answers.
wikipedia

15.  Pediatric Growth
Charts
 Driving Tests
 SAT
 Quarterly Grade
 LET
 IQ tests

16. OBJECTIVE
TESTING
SUBJECTIVE
TESTING
Usually have only
one correct answer
(or, at least, a
limited number of
correct answer),
they can be scored
mechanically.
Requiring the
students to perform
a writing task
similar to that
required in real life.
http://english-language-testing.blogspot.com/2011/04/chapter-2-objective-and-subjective.html

17. OBJECTIVE
TESTING
SUBJECTIVE
TESTING
 Multiple choice,
true or false,
matching type
essay writing,
composition writing,
letter writing,
reading aloud,
completion type and
answer these –
questions .
https://www.iasj.net/iasj?func=fulltext&aId=94841

18. OBJECTIVE
TESTING
SUBJECTIVE
TESTING
can be used to test
specific area of
language
can be used to
evaluate overall
achievements.
 depends on
students'
knowledge
 depends on
student's
experience.
https://www.iasj.net/iasj?func=fulltext&aId=94841

19. Thank you!!!